Cognitive processing disabilities include a variety of learning problems and are usually classified as a learning disability (LD) or a specific learning disability (SLD) and is described as… "a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics." Associated conditions may include, butare not limited to:
dyslexia - a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder
dyscalculia -a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts
dysgraphia - a writing disability in which a person finds it hard to form letters or write within a defined space
auditory and visual processing disorders – sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision
nonverbal learning disabilities – a neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions.
A specific learning disability doesnotinclude learning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional/behavioral disability, limited English proficiency, or environmental, cultural, or economic factors (Florida Department of Education, 2011, pages 258-259)."
Cognitive processing disabilities are extremely common. It is estimated that as many as 1 in 7 people in the United States, about 15% of the population, has a learning disability. Almost 3 million school age children have some form of a learning disability and receive special education services.
Unlike some other disabilities, there is no one specific sign or characteristic to determine the existence of a learning disability. Experts look for a noticeable difference between how well a child does in school and how well he or she could do, given the child's intelligence or ability. This difference isn't a one time occurrence, but rather a persistent state that affects the child's ability to achieve success in school. This is a prime time for close monitoring of response to intervention to determine what works best for the child. It is generally agreed among researchers that learning disabilities result from neurological deficits in the brain, that is, differences in how a person's brain works and how it processes information. Therefore, there are no specific treatments that cure a learning disability.
The existence of a learning disability may be manifested in one of these four categories: Spoken language - listening and speaking Written language - reading, writing, and spelling Arithmetic - calculations and concepts Reasoning - organization and integration of ideas
(see the video below - Computers and People with Learning Disabilities)
The primary characteristic of a student with a cognitive processing disability or learning disability is difficulty processing information. The use of assistive technology (AT) can also greatly support the student in achieving academic success. By law, assistive technology must be considered for all students with an IEP. AT devices include low-tech equipment - like pencil grip or specially lined paper, as well as high-tech tools - specialized software or a dedicated laptop with tools and software to support the student. Students with cognitive processing disorder may:
learn language late
have trouble following directions
have trouble organizing what one wants to say
have trouble learning the alphabet
have trouble remembering the sounds that letters make
make many mistakes when reading aloud
may not understand what is read
may have trouble with spelling
struggle to express ideas in writing
may confuse math symbols
may not follow the social rules of conversation
have trouble understanding sarcasm and jokes
Some suggestions to support students with learning disabilities in the classroom:
Break tasks into smaller steps, and give directions verbally and in writing.
Give the student additional time to finish schoolwork or take tests.
Let the student borrow notes from a classmate or use a tape recorder.
Let the student who struggles with writing use a computer with specialized software that checks spelling and grammar or recognizes speech.
Provide quality feedback on a regular basis
Use diagrams, pictures and graphics to augment instruction
Understood For learning and attention issues - 15 nonprofit organization combine efforts to support parents of children with learning and attention issues. https://www.understood.org/en
Disclaimer: Content referencing various software, products, devices, websites, organizations and businesses, both non- and for-profit, may be found on several pages of this wiki. Be advised that FDLRS Gulfcoast does not recommend any particular entity, nor should inclusion of any software, product, device, website, organization, business, or other entity be viewed as a commercial endorsement by FDLRS Gulfcoast, the FDLRS Project Network, or Pinellas County Schools. Information included on this site is for informational and educational purposes only.
Cognitive Processing Function
Cognitive processing disabilities include a variety of learning problems and are usually classified as a learning disability (LD) or a specific learning disability (SLD) and is described as…
"a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics."
Associated conditions may include, but are not limited to:
A specific learning disability does not include learning problems that are primarily the result of a visual, hearing, motor, intellectual, or emotional/behavioral disability, limited English proficiency, or environmental, cultural, or economic factors (Florida Department of Education, 2011, pages 258-259)."
Cognitive processing disabilities are extremely common. It is estimated that as many as 1 in 7 people in the United States, about 15% of the population, has a learning disability. Almost 3 million school age children have some form of a learning disability and receive special education services.
Unlike some other disabilities, there is no one specific sign or characteristic to determine the existence of a learning disability. Experts look for a noticeable difference between how well a child does in school and how well he or she could do, given the child's intelligence or ability. This difference isn't a one time occurrence, but rather a persistent state that affects the child's ability to achieve success in school. This is a prime time for close monitoring of response to intervention to determine what works best for the child. It is generally agreed among researchers that learning disabilities result from neurological deficits in the brain, that is, differences in how a person's brain works and how it processes information. Therefore, there are no specific treatments that cure a learning disability.
The existence of a learning disability may be manifested in one of these four categories:
Spoken language - listening and speaking
Written language - reading, writing, and spelling
Arithmetic - calculations and concepts
Reasoning - organization and integration of ideas
(see the video below - Computers and People with Learning Disabilities)
The primary characteristic of a student with a cognitive processing disability or learning disability is difficulty processing information. The use of assistive technology (AT) can also greatly support the student in achieving academic success. By law, assistive technology must be considered for all students with an IEP. AT devices include low-tech equipment - like pencil grip or specially lined paper, as well as high-tech tools - specialized software or a dedicated laptop with tools and software to support the student.
Students with cognitive processing disorder may:
Some suggestions to support students with learning disabilities in the classroom:
- Break tasks into smaller steps, and give directions verbally and in writing.
- Give the student additional time to finish schoolwork or take tests.
- Let the student borrow notes from a classmate or use a tape recorder.
- Let the student who struggles with writing use a computer with specialized software that checks spelling and grammar or recognizes speech.
- Provide quality feedback on a regular basis
- Use diagrams, pictures and graphics to augment instruction
Visit this site for more information http://do2learn.com/disabilities/CharacteristicsAndStrategies/SpecificLearningDisability_Strategies.htmlComputers and People with Learning Disabilities
http://www.washington.edu/doit/
Resources (with identified products) mentioned in the above clip -
Understood
For learning and attention issues - 15 nonprofit organization combine efforts to support parents of children with learning and attention issues.
https://www.understood.org/en
Checklist: Signs of Dyslexia at Different Ages
https://www.understood.org/en/learning-attention-issues/signs-symptoms/could-your-child-have/checklist-signs-of-dyslexia-at-different-ages
Lexercise Screener
http://www.lexercise.com/tests/dyslexia-test
LD Online
http://www.ldonline.org/ldbasics/whatisld
Assistive Technology for Kids with Learning Disabilities
An overview on Reading Rockets
http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilities-overview
National Center for Learning Disabilities
http://www.ncld.org/
What is a Learning Disability
Accommodations for Students with LD
National Center for Learning Disabilities
LD Online
http://www.ldonline.org/article/8022
Learning Ally
Helping Blind, Visually Impaired & Dyslexic Students read
http://www.learningally.org/
Exploring New Territories.
http://www.tlc-mtss.com/assets/exploring_new_territories.pdf
National Information Center for Handicapped Children and Youth (National Dissemination Center for Children with Disabilities)
http://www.parentcenterhub.org/nichcy-resources/
High Incidence Accessible Technology (HIAT)
Montgomery County Schools, Maryland
http://www.montgomeryschoolsmd.org/departments/hiat/
Florida Department of Education, Bureau of Exceptional Education and Student Services
http://www.fldoe.org/ese
Florida Diagnostic and Learning Resources System (FDLRS)
http://www.fdlrs.org/
Florida State University Learning Disabilities Center
http://dos.fsu.edu/sdrc/services/accommodation-policies/assistive-technology-labhttp://www.fsuld.org
Learning Disabilities Association of Florida
http://www.lda-florida.org/
LDOnline
Tech Tools for Students with Learning Disabilities
http://www.ldonline.org/article/6380/
Disclaimer: Content referencing various software, products, devices, websites, organizations and businesses, both non- and for-profit, may be found on several pages of this wiki. Be advised that FDLRS Gulfcoast does not recommend any particular entity, nor should inclusion of any software, product, device, website, organization, business, or other entity be viewed as a commercial endorsement by FDLRS Gulfcoast, the FDLRS Project Network, or Pinellas County Schools. Information included on this site is for informational and educational purposes only.